This delayed impact of actions is prevalent in the real world.

While this setup has enjoyed a lot of attention in the applied community, there hasn't be theoretical work that even formalizes the desired guarantees.

Learning from demonstration methods usually leverage close to optimal demonstrations to accelerate training.

Knowledge Distillation is crucial for optimizing face recognition models for deployment in computationally limited settings, such as edge devices. Traditional KD methods, such as Raw L2 Feature Distillation or Feature Consistency loss, often fail to capture both fine-grained instance-level details and complex relational structures, leading to suboptimal performance. We propose a unified approach that integrates two novel loss functions, Instance-Level Embedding Distillation and Relation-Based Pairwise Similarity Distillation. Instance-Level Embedding Distillation focuses on aligning individual feature embeddings by leveraging a dynamic hard mining strategy, thereby enhancing learning from challenging examples. Relation-Based Pairwise Similarity Distillation captures relational information through pairwise similarity relationships, employing a memory bank mechanism and a sample mining strategy. This unified framework ensures both effective instance-level alignment and preservation of geometric relationships between samples, leading to a more comprehensive distillation process. Our unified framework outperforms state-of-the-art distillation methods across multiple benchmark face recognition datasets, as demonstrated by extensive experimental evaluations. Interestingly, when using strong teacher networks compared to the student, our unified KD enables the student to even surpass the teacher's accuracy.

Automated feedback generation has the potential to enhance students' learning progress by providing timely and targeted feedback. Moreover, it can assist teachers in optimizing their time, allowing them to focus on more strategic and personalized aspects of teaching. To generate high-quality, information-rich formative feedback, it is essential first to extract relevant indicators, as these serve as the foundation upon which the feedback is constructed. Teachers often employ feedback criteria grids composed of various indicators that they evaluate systematically. This study examines the initial phase of extracting such indicators from students' submissions of a language learning course using the large language model Llama 3.1. Accordingly, the alignment between indicators generated by the LLM and human ratings across various feedback criteria is investigated. The findings demonstrate statistically significant strong correlations, even in cases involving unanticipated combinations of indicators and criteria. The methodology employed in this paper offers a promising foundation for extracting indicators from students' submissions using LLMs. Such indicators can potentially be utilized to auto-generate explainable and transparent formative feedback in future research.